Do you plan your lessons?

[pianowolfi]

Do you have a plan or schedule for what you do in your piano lessons? What about preparation and/or evaluation of the lesson? If you do plan and prepare, do you have separate plans for each lesson or one for all your lessons with a certain student? Or are you more spontaneous and teach in an improvising manner?

[penguinlover]

I have a plan in my head, and am very flexible. I found that when I had a strict plan, it never got followed anyway, so why bother.  If I had a huge studio like some do, maybe it would become necessary for better plans.  I  have an outline of what we are going to do, and an objective.  Many times, if the student hasn't done the adequate practice, it blows my plans.  I do teach each student as an individual, so having duplicate plans wouldn't work too well either.  But, keep in mind, I have only ever had 23 students at one time.  I still didn't have written out plans, and was able to keep up with it in my head, as long as they remembered their notebooks.  Now if they didn't bring their notebook, I was lost.  That's my record of what I said!  I confuse myself really easy then.

[Bob]

I do a general curriculum for everyone.  Basically the same structure.  They all want and do different thing, so they move at different speeds and some do extra things. 

[pianowelsh]

All of the above.  I have a basic format which I like to use which covers what I consider to be the core aspects of piano playing and music learning. But form there I treat every student as an individual and so their lesson plans and evaluation programmes vary depending on their goals and strengths/weaknesses. I also leave room to be spontaneous...ie a student hasnt managed to aquire a book or hasnt got on well with a piece etc and we go in a different tangent thats fine by me. I just alter the course of the next few lessons a point or two. I do keep notes and lesson plans for each student on my pc and have print out lesson plans that I tailor to the student which I use as a guide.

[pianowolfi]

I'm thinking about making up some plans and notes but until now I haven't used any. Currently I'm reading a book about instrumental music for dyslexics and there is said that planning would be of essential importance.

[tiasjoy]

Because I don't use method books, I have to plan quite a bit for my students - but once the next handful of pieces are decided, everything else is done 'improvised' style - addressing the issues there and then as they emerge.  But an overall outline really helps me, or I just fall into a rut.

[m1469]

Do you have a plan or schedule for what you do in your piano lessons? What about preparation and/or evaluation of the lesson? If you do plan and prepare, do you have separate plans for each lesson or one for all your lessons with a certain student? Or are you more spontaneous and teach in an improvising manner?

I don't know  .  I have sat down and figured out what my "curriculum" would be with the intent of checking in with myself for each lesson for each person, in order to guide myself along.  But, to be honest, I am changing things so constantly and I myself keep learning new things (that I want to teach), that it's really difficult to be able to measure my effectiveness as a teacher against a list of 'subjects-to-be-covered' that I made a year ago.

So, my plans have become much more localized.  I plan my lessons for the day, however, there are certain subjects that I have taught enough to have a mental outline (a kind of ongoing, mental curriculum) of what I am going to be doing and build the day's lesson on that.  Once I get in the situation though, I teach it always slightly differently then I had before.

Just yesterday I planned certain things about one of my student's lessons but once the lesson came, I could not have foreseen what ended up happening.  Basically, he learned a bunch of concepts in about 10-15 minutes that it actually takes a lot of my other students to learn in weeks and maybe even months.  I am not sure what made this happen, exactly.  Some of it has to do with the fact that I had slightly altered the way I teach the subject.  Some of it has to do with his age and demeanor.  But, these subjects are ones that I have taught a number of times and have the information readily available in my head, so I constantly am watching for the "window" of opportunity when I can present the topic and that is just different with everybody.

After I taught this fellow yesterday, I wanted to write down exactly what I did so in the future, all of my other students would be able to learn as quickly as he did, too.  But, I realize that his success is directly related to his individuality, and I can't just bottle up that one lesson and reproduce it with others.  It will be different with the next ones because they are their own persons.

I have realized clearly though, that a great way to evaluate my lesson with this boy yesterday (and with all of my students) would be to have recorded it.  I am quite sorry I don't have a camcorder yet.  A camcorder would be greatly helpful in allowing myself more spontaneity during the lesson without worrying about trying to remember it all for "next time" after the lesson is done. 

From now on, a new part of my lesson plans with certain subjects is to always video record these lessons.

Always in need of improvement.



m1469

[hyrst]

I am pretty similar to m1469 in my approach - but the amount of preparation varies with each student as well.  For example, I have one student whose goal is just to get through the Faber Adventure series and it has been slow work to get her to play anything else.  Myu teaching in this situation is reactive, explicit and correctional - not my favourite way of teaching.  On the other hand, I have to plan pretty well every minute with my 2 year old student - but then go with the flow and take advantage of every open window when it arises (being flexible on my programme but very conceptually aware of her present development and the learning process).

With most of my students, it is in the middle of this.  My planning is very student affected. 

However, I do record the content covered in each lesson in brief note form and make suggestions to myself at this time about what should be covered next or what needs more work.  As I have gone along, this record has become less detailed - with more students to keep up, fewer primer beginners and more of a mental programme of concepts to follow than I had a year ago. 

Still, my teacher training has taught me to value planning and keeping records - and I need them because I write a report each term for each student, which includes the concepts they have learnt.  Because of this, I would end up pretty cross with myself if I stopped recording and planning all together.  When my own exam and assignment schedule eases up, I intend to become more effective in my planning.  I have felt for a couple of months that I am doing too much flying by the seat of my pants!

Annah

[chocolatedog]

I always plan every lesson, although if the lesson goes off at a tangent, or I don't get through everything, I don't beat myself up about it...... I also write up exactly what we did in the lesson later on, so I have a record - there's nothing worse than a student arriving and thinking ok, now what did we do last week? At least I know, so if the student claims we haven't done something, I can point to the bit in my files and say, oh yes we have! And it's useful for when I have to write reports at the end of term. And I can look through to see if I've covered certain things, and if not, make a note to myself to plan a lesson around it etc.....

[juliax]

I prefer to plan my lessons, but it gets so frustrating when my lesson plan is waisted because a student didn't practice.  I tend to only use lesson plans for my students who follow my directions on a regular basis. 

[Bob]

Yes, wasted lesson planning.  That's why I stick to a general path. 

If you put in work for one student and it's something all of them can use in general, then it's not really wasted when that one student you planned for doesn't work out.   (cough,cough,verbose,cough)  Plan for one, use it for all.  Then it's not wasted.

I do spend some time reviewing student info once in awhile.  Moreso when new or when I want to "steer" them a little more.  Usually that takes as much if not more time than the lesson.

[pizno]

This is a good question.  Since I am new to teaching, I am a little nervous before each student comes, and it helps me to review what we did last week and think about what to do this week.  I made up some 'piano progress' sheets for myself, listing several categories I want to cover, such as finger drills, keyboard drills, reading, rhythm drills, and pieces I've assigned.  I might make notes of what needs improvement, what we need to be sure to cover next time, etc.... 

These keep me from having to write out things like 'rhythm drills' each week, so it just saves me a little effort and keeps me organized.  I can also write out notes on one sheet for a few weeks.

Though, I have to admit, the more relaxed I get about teaching, the less I have been using them.  I should, though, just so I have my wits about me.  For instance, to make a note that 'Anna needs a to work on reading bass cleff' or 'start new book next week'.

[jpianoflorida]

each of my students has an "assignment sheet" ...they keep them in a 3 ring binder! i write down each week exactly what they need to work on for the week, they also have to record their practice times....       it looks something like this:

assigment sheet


week ending______________
                                                                                  practice times (goal________)
                                                                                  monday________

                                                                                  tuesday________

                                                                                 wednesday_____


assignment:

[jpianoflorida]

ok...that didn't format exactly right, but you get the idea i think..

[Bob]

I have my students keep a notebook.  If I want to remember something for the future, I just write it in a few pages ahead.  So in a month or so I see the notes.

Not really planning, but it's a way to get notes to myself in the future.  And it doesn't require any time outside the lesson.

[jpianoflorida]

what i love about assigment sheets....a student can say "we never did that song" , I can look back in their assignment sheets and show them the date they played it, etc.

[penguinlover]

Yes, it is your proof!  I try to write down what I say, so they can't come back and say "You never said that!"  I just show them.  End of discussion.

[keyofc]

I used to write exact plans down and write exact practice directions in their book.  But like Juliax said - it's frustrating when they are not followed and all of your time seems wasted.

I still do that for the ones I know will practice.  I use room for spontaneous creativity, but it helps a lot.

What I also do - and for me it's very helpful - I give each student a goal sheet that they should look to accomplishing in a 3-6 month period.  I don't tell them how long, I just give goal sheet and say we will be working on it for next couple of months.

I do copy one for myself and not all goals are the same for each person, of course.  It's a way of staying on track for me, making sure they are learning what I think they need to learn while working on other repertoire.

[lenkaolenka]

All the Soft Mozart system is based on strong and systematic curriculum.
Every lesson our students have the following elements:

Theory: every month we have GAME OF THE MONTH for 6 months (because we have 6 games).

We called them 'games', because the software has very attractive interface, but it based on very advanced interactive formula, which keeps every student on individual pace. Every 'Game' students have to start from the very beginning ( like with Mario 64), but the way they advance varies. If students make mistakes, 'Games' slow down and give help, but taking points off. If the students play good, Game becomes more and more advanced. So, in order to achieve mastery (to finish the Game in less then 20 minutes)students work with the games for several years*

So, one month they master Music Alphabet, second – training of space and lines notes recognition, third – instant reading of Treble Staff notes, forth – mastering Duration etc.

Piano: learning one-two songs for future performances

Music sight-reading: playing 5-10 pieces

Solfeggio or chords recognition: music dictations and learning chords we provide other 6 months.

Next year the structure is the same, but on more advanced level 

[okietransplant]

In the summer, I always do a "scope and sequence" for each student.  I basically know what goals I want them to accomplish in technique and repertoire, as well as what recitals and contests might be appropriate for them.  I try to select as much music as possible in the summer.  But, then there are always surprises!

I also have a review plan that I do with all students one month before a recital.  They are to have their piece memorized, then they identify landmarks and start at those spots by memory, then they play the piece half-tempo by memory, then they work on mental focus.  All of this takes about a month.  And honestly, I am always fighting them to play artistically.  Once they have a solid memory, the expression seems to come easier.

[lenkaolenka]

In the summer, I always do a "scope and sequence" for each student.  I basically know what goals I want them to accomplish in technique and repertoire, as well as what recitals and contests might be appropriate for them.  I try to select as much music as possible in the summer.  But, then there are always surprises!

I also have a review plan that I do with all students one month before a recital.  They are to have their piece memorized, then they identify landmarks and start at those spots by memory, then they play the piece half-tempo by memory, then they work on mental focus.  All of this takes about a month.  And honestly, I am always fighting them to play artistically.  Once they have a solid memory, the expression seems to come easier.

Of cause! Remember, I told you about stages in skills development?
Students are usually more perceptive to artistic playing, if they play pieces with metronom with no struggles.

[Bob]

Does anyone want to share these general lesson plans?  Basically, it's a curriculum.

[jakev2.0]

My teacher's improvisation lessons are planned methodically - often months in advance.